Language – Elementary

The elementary child is no longer interested in exploring sensorially, the facts of language for their own sake. This child wants to put language in context to explore reasons, to use language on more than a literal level.

The studying of language must therefore be presented in a way which appeals to the child’s imagination. We would like the understanding of grammar to come through work with the materials and the composition work to be the result of the child’s research into topics that are interesting to them. We want to show the child the power that language has, the response that we must take towards it, and the possibility for communication that it provides. Language helps the child understand how communication was formed and the ways in which people had to use language to achieve their original and collective goals.

The elementary classroom builds on the foundation that was laid in the Casa, and it takes the experiences in many different directions of exploration.

Components of the Language Curriculum:

History of Language: This area introduces the children to the Great Lesson “The Story of Communication in Signs” and extends the child’s exploration into other alphabets and forms of other communication throughout time and across the world. It also includes the study of etymology as it is one of the major tools of looking back in time to how language has developed.

Function of Words: This work is based on exploring the grammar and syntax of one’s own language. Understanding these two components leads to a greater appreciation of what one reads and people must master these to be able to write and speak clearly. The Grammar Boxes are a key material in understanding the different parts of speech and emphasizing each one in isolation so that its function stands out to the child.

Creative Writing: By the time the child arrives in the elementary, we hope they are already feeling comfortable writing stories and telling events. This process in continued in elementary and added is letter writing, research, scientific reporting, poetry, fantasy stories, and recording of all kinds. The emphasis is on making writing beautiful and decorating is encouraged on all work.

Spoken Language: The sound of children working in harmony, conversing, and helping each other should always be heard in the elementary class. The children are encouraged to speak and converse about work, share experiences, and cooperate through language. The opportunity for spoken expression increases because group work is so much a part of the class.

Reading: Children of the elementary should be reading every day. This includes being read to, reading out loud, and reading to oneself. The books chosen should be a little above what one believes to be the comprehension level of the child. Stories do not have to be fictional; they can be from all areas of study. Children are now encouraged to explore myth, fantasy, and fairy tales. Allegory, legend, adventure, and heroic tales are all genres that appeal to the child of this age group.

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